Project Title:
Witch of Blackbird Pond: From Barbados to Wethersfield
Project Idea:
Students will track the trip Kit took from Barbados to Wethersfield in the Connecticut Colony. Students will use Google Earth to chart this trip and mark several additional coordinates. Each stop on the trip will include information from the text to explain the significance of Kit’s travels and the changes in her thoughts toward politics from leaving Barbados to settling into the community in Wethersfield.
Driving Question:
-How can we, as cartographers, re-create the trip taken by Kit to Wethersfield, Connecticut for an online audience of 7th grade language arts students in Charlotte, NC?
Audience:
-Student products will be posted to the class wiki to be seen by an online audience of 7th grade language arts students in Charlotte, NC.
Content: Witch of Blackbird Pond Discussion Questions:
Witch of Blackbird Pond Vocabulary within Context:
auspiciously
cowed
disheartening
fulsome
hankering
nonplussed
punctilious
timorous
adroit
composure
decorum
enthrall
incoherent
ingenious
obstreperous
tryst
uproariously
concoct
instigation
intercede
inveigle
perforce
preternatural
sundry
surreptitiously
tantalizingly
vengeance
Language Arts Strand
Reading: Literature
Language Arts Standard
Key Ideas and Details
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Craft and Structure
RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
Language Arts Strand
Writing
Language Arts Standard
Text Types and Purposes
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
SS Essential Standard
5.H.1 Analyze the chronology of key events in the United States.
SS Clarifying Objective
5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen colonies.
SS Essential Standard
5.G.1 Understand how human activity has and continues to shape the United States.
SS Clarifying Objective
5.G.1.1 Explain the impact of the physical environment on early settlements in the New World.
5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present.
5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.
5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came).
Major Student Product:
-Students will create an interactive map using Google Earth to track Kit’s journey from Barbados to Wethersfield in the Connecticut Colony. Students will use Google Earth to chart this trip and mark several additional coordinates. Each stop on the trip will include information from the text to explain the significance of Kit’s travels and the changes in her thoughts toward politics from leaving Barbados to settling into the community in Wethersfield.
Attention ORE students! Please provide feedback for each tour you get to watch. Click on this link or type into the form below this paragraph, and you'll be asked to answer a few questions. Make sure you remember which student you clicked, you'll need to type that as one of your answers to a question. Thanks for helping us! (Also, the tours we created looked a bit different. We tried to make it so that you could read the journal entries we typed as the tour progressed. Unfortunately, it isn't showing them to you. We'll try to make this better next time.)
Resources:
-Witch of Blackbird Pond (1687 – 1688)
-“How Many Days to America? – A Thanksgiving Story” by Eve Bunting
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-Google Earth
-Prezi, ppt, animoto, Voki, etc .(student-selected vehicle for animated journals to insert into Google Earth trip)
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
Prior Reading:
- Entry Event:
Read "Roanoke The Lost Colony: An Unsolved Mystery from History" with students. Use a globe/world map as students read the story to track major events of the book. As a class, input these into a Google Earth tour. Inform students that we're now going to solve another mystery: What happened to our country after this? Can we document someone's journey (Kit's journey) to our country like we did on this Google Earth activity?
Fieldtrip to Support Project:
- Virtual Fieldtrip: http://www.scholastic.com/scholastic_thanksgiving/webcast.htm : This should be shared with students the day after reading “Roanoke The Lost Colony: An Unsolved Mystery from History" with students so that they can build their understanding of the linear events which build up to the events of Witch of Blackbird Pond.
Project Calendar: Entry Event/Project begins on November 5, 2012. Align calendar to November 5, 2012 to view calendar of project events.
Assessment: Complete this survey as you evaluate your classmates' WOBP tour. -Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations. -Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child’s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student’s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students’ pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The Class will take a trip from Barbados to Wethersfield upon completion of the project. Barbados will include tropical-themed decorations, food, drinks and Wethersfield will include colonial decorations, food, and drinks mentioned included in the book.
Witch of Blackbird Pond: From Barbados to Wethersfield
Project Idea:
Students will track the trip Kit took from Barbados to Wethersfield in the Connecticut Colony. Students will use Google Earth to chart this trip and mark several additional coordinates. Each stop on the trip will include information from the text to explain the significance of Kit’s travels and the changes in her thoughts toward politics from leaving Barbados to settling into the community in Wethersfield.
Driving Question:
-How can we, as cartographers, re-create the trip taken by Kit to Wethersfield, Connecticut for an online audience of 7th grade language arts students in Charlotte, NC?
Audience:
-Student products will be posted to the class wiki to be seen by an online audience of 7th grade language arts students in Charlotte, NC.
Content:
Witch of Blackbird Pond Discussion Questions:
Witch of Blackbird Pond Vocabulary within Context:
RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Craft and Structure
RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.
W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.
5.G.1.2 Explain the positive and negative effects of human activity on the physical environment of the United States, past and present.
5.G.1.3 Exemplify how technological advances (communication, transportation and agriculture) have allowed people to overcome geographic limitations.
5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came).
-Students will create an interactive map using Google Earth to track Kit’s journey from Barbados to Wethersfield in the Connecticut Colony. Students will use Google Earth to chart this trip and mark several additional coordinates. Each stop on the trip will include information from the text to explain the significance of Kit’s travels and the changes in her thoughts toward politics from leaving Barbados to settling into the community in Wethersfield.
Attention ORE students! Please provide feedback for each tour you get to watch. Click on this link or type into the form below this paragraph, and you'll be asked to answer a few questions. Make sure you remember which student you clicked, you'll need to type that as one of your answers to a question. Thanks for helping us! (Also, the tours we created looked a bit different. We tried to make it so that you could read the journal entries we typed as the tour progressed. Unfortunately, it isn't showing them to you. We'll try to make this better next time.)
Resources:
-Witch of Blackbird Pond (1687 – 1688)
-“How Many Days to America? – A Thanksgiving Story” by Eve Bunting
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-Google Earth
-Prezi, ppt, animoto, Voki, etc .(student-selected vehicle for animated journals to insert into Google Earth trip)
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
Prior Reading:
-
Entry Event:
Read "Roanoke The Lost Colony: An Unsolved Mystery from History" with students. Use a globe/world map as students read the story to track major events of the book. As a class, input these into a Google Earth tour. Inform students that we're now going to solve another mystery: What happened to our country after this? Can we document someone's journey (Kit's journey) to our country like we did on this Google Earth activity?
Fieldtrip to Support Project:
- Virtual Fieldtrip: http://www.scholastic.com/scholastic_thanksgiving/webcast.htm : This should be shared with students the day after reading “Roanoke The Lost Colony: An Unsolved Mystery from History" with students so that they can build their understanding of the linear events which build up to the events of Witch of Blackbird Pond.
Project Calendar:
Entry Event/Project begins on November 5, 2012. Align calendar to November 5, 2012 to view calendar of project events.
Assessment:
Complete this survey as you evaluate your classmates' WOBP tour.
-Summative Assessment –
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment–
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students’ desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they’ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child’s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student’s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students’ pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The Class will take a trip from Barbados to Wethersfield upon completion of the project. Barbados will include tropical-themed decorations, food, drinks and Wethersfield will include colonial decorations, food, and drinks mentioned included in the book.